Sayonara no more. Why Japanese students are

not studying abroad.

Richard Porter, Director of OIP, Sam Houston State University Kazuko Suematsu, Professor, Tohoku University Mina Mizumatsu, Research Associate, Tohoku University

My Background

• Taught English at a Japanese college for 6 years.

• Director of International Programs at SHSH.

• Married to a Japanese national.

• Dissertation topic on the decline of Japanese students studying abroad

My Background

• B.A., MA, PhD in the U.S.

• Has been working at Tohoku University for 10 years

• Teaching intercultural education courses for undergrad students

• Managing international programs

• Developing international strategies for the university

My Background

Work at Global Learning Center at Tohoku University in Japan since 2013.

Study Abroad Experience in the US, UK, and South Korea.

Have been in the field of international education for 6 years.

Global Student Mobility Increases

78% over the past decade (UNESCO, 2012)

The United States

The top receiving country (UNESCO, 2012)

Asia- The Top Sending Region to the United States, according to Open Doors (Institute of International Education, 2012)

• China

• South Korea

• Japan

• Taiwan

How did the number of students who are studying in the United States from four different countries change from 2000 to 2012

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

180,000

200,000

220,000China S.Korea Japan Taiwan

Open Doors Report Institute for International Education

What was the change in purchasing-power-parity per capita GDP for those 4 countries

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000China S.Korea Japan Taiwan

Personal Purchasing Power GDP Data International Monetary Fund

GDP compared to the increase in the number

of students that study in

the US?

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

180,000

200,000

220,000

ChinaS.KoreaJapanTaiwan

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

1999/002000/012001/022002/032003/042004/052005/062006/072007/082008/092009/102010/11

China S.Korea

Japan Taiwan

Multiple Potential Factors With Fewer Japanese Study Abroad Students

• Demographics

• University schedule

• Hiring system

• English language instruction

• Cultural characteristics

So What? (Possible Outcomes of Fewer Japanese Study Abroad Students)

• Political and economic decline, an inability to deal effectively with cross cultural conflict/negotiation, isolation, etc...

Japanese Government Current Effort

• Special five-year grants of $1 million to $2 million will be offered to 40 universities for study abroad programs.

• Universities beginning to shift their admissions to fall in line with many US and European institutions.

• Provide scholarships to help high school graduates take part in short-term overseas study programs that would fill the period after graduation if universities shift their admissions to fall.

Research Subjects

Japanese scholars with graduate degrees from the US or Canada working in international offices at universities in Japan in study abroad.

• They all have what it took to succeed.

• Speak from a position of authoritative knowledge regarding important motivational factors.

• The perspective of two different cultures.

• Work with current students.

• Assess the value of study abroad and the challenges that Japanese culture presents to returnees.

• Able to assess the current efforts to promote study abroad from multiple perspectives and critique some of the bureaucratic obstacles as well as the intrinsic and extrinsic cultural challenges.

References • Arudou, D. (2010). “Homogeneous,” “unique” myths stunt discourse. Japan Times,

Online. Retrieved from http://www.japantimes.co.jp/text/fl20101102ad.html

• Index mundi. (2012).Index Mundi. Retrieved November 30, 2012, from http://www.indexmundi.com/g/g.aspx?v=24&c=ja&l=en

• Institute of International Education. (2012). International students, leading places of origin. Institute of International Education. Retrieved from http://www.iie.org/Research-and-Publications/Open-Doors/Data/International-Students/Leading-Places-of-Origin

• Kobayashi, A. (2011). Nihonjin gakusei no kaigai ryugaku sogai yoin to kongo no taisaku (Obstacles of Japanese students who study abroad and future strategies). Ryugaku Kokan (Foreign Exchange), 2, 1-11.

• Ministry of Education, Cultural, Sports, Science and Technology, Japan ( 2012). Gakusei no sohoukou kouryu no suishin (Promotion of bi-directional exchange of students). Retrieved from www.mext.go.jp/b_menu/.../1315686_03.pdf

• Passin, H., McKnight, R. K., Bennett, J. (1956). In search of identity. The Japanese overseas scholar in Americana and Japan. Minneapolis Press, Minneapolis MN.

• UNESCO. (2012). Global flow of tertiary-level students. Global Education Digest 2011. Retrieved from www.uis.unesco.org/Education/.../international-student-flow-viz.aspx

Project for Promotion of Global Human Resource Development

Tohoku University

Global Learning Center

Mina Mizumatsu

Go Global Japan Project

Project for Promotion of

Global Human Resource Development

= GO GLOBAL JAPAN (GGJ) Project

‘Global’ Projects in Higher Education

13 Universities Selected Enable international students

to start and complete their Japanese university education in English

Accept 300,000 international students to Japan

42 Universities Selected

Encourage more Japanese students to study abroad

GGJ

Global 30

Global 30 Project (2008-2013) GGJ Project (2012-2016)

Reference: MEXT 2012

Aims of the GGJ Project

In order to improve Japan’ s global competitiveness and

enhance the ties between nations, the GGJ Project aims to:

1) Overcome the younger generation's inward tendency and

2) Foster human resources who can succeed in the global field

Efforts to promote the internalization of university education

in Japan will be given priority and strong support by MEXT.

Reference: MEXT 2012

GGJ Project Time-Frame Project Length: Up to 5 years (2012-2016)

Follow-Up by MEXT every Academic Year (AY)

⇒This might affect funding in the next AY

⇒If MEXT judges that the univ. cannot achieve the

goals/aims, MEXT might cancel the projects/

readjust the plan.

Interim assessment about the project status after 3 years of support

Post-project assessment in 2018, after 5 years of funding

Reference: MEXT 2012

Two Project Types Type A Type B

Goal Internationalization of the

entire university Internationalization of the

specific faculties/schools

Requirement

To contribute to the promotion of the globalization of other universities

To promote the globalization of the specific faculties/schools, as well as university as a whole.

Annual Funding

JPY 140-260 Million ≒ US$ 1.4- 2.6 Million (depending on # of ss)

JPY 120 Million ≒US$ 1.2 million

Reference: MEXT 2012

Type A - 11 Universities Name of University Type Location Campus

1 Hokkaido U. National Hokkaido Urban

2 Tohoku U. National Sendai Urban

3 Chiba U. National Chiba Urban

4 Ochanomizu U. National Tokyo Urban

5 Akita International U. Public Akita Suburban

6 International Christian U. Private Tokyo Suburban

7 Chuo U. Private Tokyo Urban

8 Waseda U. Private Tokyo Urban

9 Doshisha U. Private Kyoto Urban / Suburban

10 Kwansei Gakuin U. Private Hyogo Suburban/Urban

11 Ritsumeikan Asia Pacific U. Private Oita Suburban

Type B - 31 Universities National Universities Private Universities

Name of Univ. Location Campus Name of Univ. Location Campus

1 U. of Tsukuba Ibaraki Urban 17 Maebashi Kyoai Gakuen College Gunma Urban

2 Saitama U. Saitama Urban 18 Kanda U. of Intl’ Studies Chiba Urban

3 Tokyo Medical & Dental U. Tokyo Urban 19 Asia U. Tokyo Urban

4 Tokyo Institute of Tech. Tokyo Urban Rural 20 Kyorin U. Tokyo Urban

5 Hitotsubashi U. Tokyo Urban 21 Shibaura Institute of Technology Tokyo Urban

6 Tokyo U. of Marine Sci. & Tech. Tokyo Urban 22 Sophia U. Tokyo Urban

7 Niigata U. Niigata Suburban 23 Showa Women’s U. Tokyo Urban

8 U. Of Fukui Fukui Suburban 24 Toyo U. Tokyo Urban

9 Kobe U. Kobe Urban 25 Hosei U. Tokyo Urban/Suburb

an

10 Tottori U. Tottori Suburban 26 Musashino Art U. Tokyo Suburban

11 Yamaguchi U. Yamaguchi Suburban 27 Meiji U. Tokyo Urban

12 Kyushu U. Fukuoka Urban 28 Soka U. Tokyo Suburban

13 Nagasaki U. Nagasaki Urban 29 Aichi U. Aichi Urban

Public Universities 30 Kyoto Sangyo U. Kyoto Suburban

14 Aichi Prefectural U. Aichi Suburban 31 Ritsumeikan U. Kyoto Urban

15 Yamaguchi Prefectural U. Yamaguchi Suburban

16 U. of Kitakyushu Kitakyushu Suburban Reference: MEXT 2012

3 Elements of Global HRs 1) Language Skills / Communication Skills

2) Independent & active, ready to take on challenges, Cooperative & Flexible, Responsible

3) Cross-cultural understanding and Japanese Identity ＋ -- A broad range of general knowledge and advanced expertise

-- Ability to identify and solve problems

-- Able to both lead and work on a team

-- A sense of morality

-- Media Literacy etc….

Global HRs ≒ Potential Leaders in any scene

Source: MEXT 2012

• http://www.youtube.com/watch?v=WypjqkSbx1k

TOBITATE Campaign

• Funded by Private Corporations and Government (Joint Funding)

Goals

• Increase the # of students who study abroad

Funding

• 2013 US$ 5.4 Million→ 2014 US$ 8.8 Million

New Support for Study Abroad (2014-)

• 300 Grantees (2014) → 1000 Grantees/yr (2015-)

• US$1200-2000/month of funding

+ US$ 1000- 2000 Travel Grant

• 1 month-1 year

• Pre- and Post- departure orientation to follow-up

• Start Accepting Applications from Late Feb. 2014

After the review… Project for Promotion of Global Human Resource Development グローバル人材育成推進事業

Support for Global Human Resources Development who Lead the Progress of Economic Society

経済社会の発展を牽引するグローバル人材育成支援

Super Global University Project

Type A Type B

# of universities 10 20

Aim Top 100 in World University Ranking

Universities which lead Globalization of Japanese Society

Annual Funding US$ 10.4 Million/Univ. US$ 2.6 Million/Univ.

For more information…

Please visit MEXT Webpage:

http://www.mext.go.jp/english/

Promotion of Global Human Resource Development

Tohoku University’s Case

Tohoku University Center for International Exchange

Kazuko Suematsu

Tohoku University

Tohoku University Overview

• Founded in 1907 as the third imperial university.

• “Research First”, “Open-door Policy”

• Comprehensive university, strong in engineering & Science

• 18,000 students (5,000 graduate students) 1,500 international students from 78 countries and areas.

• First national university to admit a female as well as an international student

Location ・150 Miles from Tokyo ・1 ½ hour by bullet train ・Not very far, but not close

Sendai

伊達政宗

©せんだい旅日和（仙台観光コンベンション協会）

Masamune Date

仙台って

どんなとこ？

©仙台市交通局

City of Greens

©仙台七夕祭り協賛会

©仙台市

Highly Rated by High School Teachers

“Students grew the most”

1st place

７consecutive years

朝日新聞出版「大学ランキング」2014年度版

Student Professor

６ ： １

43% students are from

Northeast region

Northeast

Shikoku

Tokyo area

West Central

Kyushu

Hokkaido

Profile of Tohoku students

• High achiever with an attitude of self-assurance

• Persistent, serious, diligent, but naïve

• Little experience and contact with foreign cultures

• Are taught by parents “government officer” is an ideal career for a stable life

• Not aware of their geographical disadvantages

• Interested in changing their lives

Global 30 Project

Development of Global Human Resource

13 Universities selected

11 Universities selected

Tohoku’s effort for “Internationalization”

185 Institutions (32 Countries) 1483 (78 Countries)

3 Undergrad, 20+ Graduate programs Exchange programs across disciplines

Where we are:

Strategic partnership

1483 → 2200 by 2017

・Increase international programs ・Internationalize curriculum (Classes taught in English 6.8%→11%)

Where we are heading to:

330 (1.8%)→ 800 (4.4%) by 2017

Where we are heading to:

Factors standing in the way (Student survey 2011)

Lack of lang. proficiency

Cannot graduate on time

Lack of information

Schedule conflict with job-hunting

Others

Financial problem

On Campus （Classes, Special seminars, Extracurricular Activities ）

Study abroad

Tohoku Global Leader Program (TGL）

TGL Certificate

Gateway to Global Leader

Language & Communication

International Competence

Initiative International Experience

GE Class (Basic)

GE Class (Advance)

Study-abroad Customized

Study-abroad Independent

Study-abroad on Exchange/

Internship

Specialized Class

ECA

ECA ECA

ECA

Academic Foundation

Tohoku Univ. Global Leader Program

Study

abroad Language &

Communication

International Competence

Initiative

＋

Students participating in TGL

Freshman 340 55%

Sophomore

181 30%

Junior 68

11%

Senior 24 4%

As of Dec. 2013 Information Sessions

・ Flyer at admission ・ Kick-off Seminar ・ Introductory Seminar ・ SNS ・ University IT network ・ Global career seminar ・ Class

Participating rate by department

20.6%

10.5%

14.4%

21.7%

15.7%

7.8%

10.2%

7.1%

9.2%

22.5%

11.3%

16.0%

5.5%

9.3%

7.0%

3.1% 3.7%

5.9%

9.7%

3.5%

11.4%

3.1% 1.9%

6.5%

3.6% 1.7% 1.8%

1.2% 1.8% 1.5% 0.5% 0.7%

5.0%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

Arts &Letters

Edu Law Econ Science Med Dentistry Pharm Engineering Agriculture

Freshman

Sophomore

Junior

Senior

Integration: Learning together

Integration: Living together

Language Training

• Require freshman and sophomore to take TOEFL

• Support them financially

© 2013 by Educational Testing Service

Enhancing Extracurricular Activities

• Volunteer • Cross-cultural

Seminars • PBL Projects

• Global Career Seminar

• Support Int’l students

Study Abroad Program (SAP) 3-5 weeks

2007 2008 2009 2010 2011 2012 2013

SAP 20 30 48 81 83 120 280

交換留学 28 24 31 36 45 60 80

20 30 48

81 83

120

280

28 24 31 36 45 60

80

10

60

110

160

210

260

310

SAP 交換留学

Ｅｘｃｈｇ

Exchange

Developing short programs & providing extensive financial support

USA(California)

USA (Hawaii)

Australia (Sydney, Melbourne)

Thailand

Vietnam

England

110

Spain

Canada

Germany France

Indonesia

280 315

Multicultural Studies

Energy

Service Learning

Internship

Industrial Development

Asian Network

IT Management

Academic English Practical English

Language + Thematic Activities + Culture

Collaborating with Local Industries

High School Bridging Program

Study-abroad as Learning Process

• Preparation Class: 3-4 times

• Study-abroad: 3-5 weeks

• Reflection Session

• Final Presentation

Reflective Learning Effective use of E-Portfolio

Learning Outcome Assessment

・ Achievement Rubrics

- Language & Communication

- International Competence

- Initiatives and ability to take action

・ Goal setting ⇔ Reflection

E-portfolio

• Goal Setting • Periodical Reflection

on achievement • Communication

with academic advisor

• Store evidences of growth

• Create community

Student Survey “Willing to become Global HR?”

54.3%

74.0%

48.9%

37.5%

21.0%

42.0%

5.4%

1.0%

6.6%

2.8%

4.0%

2.5%

Overall

TGL

Non-TGL

Strongly agree Agree Do not agree Do not agree at all

Attitude toward Globalization “Can Adapt to Globalization”

10.1%

19.0%

7.7%

49.8%

60.0%

47.0%

34.3%

19.0%

38.5%

5.8%

2.0%

6.9%

Overall

TGL

Non-TGL

Strongly agree Agree Do not agree Do not agree at all

Commitment to Student’s Life

78.2%

69.2%

44.2%

64.0%

24.8%

24.8%

58.8%

35.6%

76.0%

75.0%

70.0%

63.0%

34.0%

47.0%

82.0%

63.0%

78.8%

67.6%

37.1%

64.3%

22.3%

18.7%

52.5%

28.0%

Classes other than foreign language

Classes of foreign language

Study foreign lang outside class

Student clubs

Interaction with students of other univ

Interaction with int'l students

Pursuing interest in foreign culture

Trying to get info about foreigncountries

全体平均 TGL生

非登録者

English Proficiency

3.2% 3.0%

20.9% 23.5% 24.4% 25.0%

4.0% 5.0%

30.0% 29.0%

19.0%

13.0%

3.0% 2.5%

18.4%

22.0%

25.8% 28.3%

Advanced Semi-advanced Intermediate Lowintermediate

Beginner Novice

OverallTGLNon-TGL

Desired English Proficiency

48.9%

23.1%

9.5% 13.4%

3.2% 1.9%

75.0%

14.0%

6.0% 4.0% 0.0% 1.0%

41.8%

25.5%

10.4% 15.9%

4.1% 2.2% 0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

Advanced Semi-advanced Lowintermediate

Lowintermediate

Beginner Novice

Overall

TGL

Non-TGL

Prior International Experience

29.7%

10.3%

16.2%

4.1%

5.4%

0.9%

7.3%

33.0%

14.0%

29.0%

6.0%

6.0%

0.0%

6.0%

28.8%

9.3%

12.6%

3.6%

5.2%

1.1%

7.7%

Traveled with family

Traveled with…

Home-stay

Study-abroad

Lived with family

Volunteer

Others

Overall

TGL

Non-TGL

Desired Int’l Experience 21.1%

65.3%

25.2%

22.2%

23.3%

27.4%

9.7%

16.6%

1.7%

13.4%

24.0%

65.0%

51.0%

45.0%

41.0%

41.0%

17.0%

25.0%

2.0%

2.0%

20.3%

65.4%

18.1%

15.9%

18.4%

23.6%

7.7%

14.3%

1.6%

16.5%

Travel with family

Travel with friend/alone

SAP (Tohoku Univ)

Summer program

Study-abroad on exchange

Study-abroad or Internship arranged by…

Volunteer

Others

Do not want to study abroad

Desired Period of Study-abroad

29.3%

14.2%

9.3% 8.4%

14.7%

24.1%

30.0%

7.0%

18.0%

13.0%

29.0%

3.0%

29.1%

16.2%

6.9% 7.1%

10.7%

29.9%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

1 month 2-5 months 6 months ７ months-1 year

Over 1 year Do not want tostudy abroad

Overall TGL Non-TGL

Destination for Study Abroad

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%Overall ＴＧＬ Ｎｏｎ－ＴＧＬ

Our Challenges Obstacle in Study Abroad

13.1%

14.8%

4.9%

6.6%

9.8%

13.1%

18.0%

27.9%

45.9%

50.8%

60.7%

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0%

No specific reason

Others

Lack of support from family

Leaving friend's circle is difficult

Conflict with club or part-time job

Difficult to obtain info

Schedule conflict with job-hunting

Cannot graduate on time

Lack of lang. proficiency

Feeling insecure

Finance

Our Challenges Reaching Out to Students!

Registered , 21.6%

Interested but not

registered yet, [VALUE]

Know about it, but not interested [VALUE]

Did not know about

it, 44.2%